Sat, Dec 21, 2024
[Archive]
Volume 1, Issue 1 (JUNE ISSUE 2020)
johepal 2020, 1(1): 64-76 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sage R. (2020). The Role of Higher Education in Developing Policy and Practice for the Development of the New Industrial Age. johepal. 1(1), 64-76. doi:10.29252/johepal.1.1.64
URL: http://johepal.com/article-1-33-en.html
URL: http://johepal.com/article-1-33-en.html
Abstract: (7719 Views)
This article discusses a problem that education must address if it is to prepare people adequately for the new industrial age. Intelligent machines are rapidly taking over routine tasks both at home and work. New competencies are demanded now that we are becoming released from practices that have traditionally occupied time. This gives opportunity to communicate across disciplines to solve the challenging problems of today’s world, like climate change, inequality and rapid people movements. It is exciting times as we move into the third decade of 2020. However, we need a more holistic approach to education at all levels- realising that personal, transferable intelligence need as much attention as academic ones in formal learning. In Higher Education (HE), a Practitioner Doctorate now compliments traditional Research models – sponsored by the United States of America (USA) Carnegie Foundation in universities. This produces leaders able to investigate their own work contexts, with ability to change policy and practice to improve performances that are relevant to the local area.
Keywords: Higher education, 21st Century education, Transferable abilities, Practitioner approaches, Developing policy, Industrial age
Type of Study: Research |
Subject:
General
Received: 2020/01/9 | Accepted: 2020/05/19 | Published: 2020/06/22
Received: 2020/01/9 | Accepted: 2020/05/19 | Published: 2020/06/22
References
1. Arnot, M., David, M., & Weiner, G. (1999). Closing the Gender Gap: Postwar Education and Social Change. Cambridge: Polity Press.
2. Berg, I. (1970). Education and Jobs: The Great Training Robbery. New York: Praeger.
3. Brown, P., & Scase, R. (1994). Higher Education and Corporate Realities. London: UCL Press.
4. Chambers, C. (2019). Money & markets: Why the UK markets do not show the love to engineers. Engineering & Technology (E&T), available online at https://eandt.theiet.org/content/articles/2019/10/money-markets-why-the-uk-markets-do-not-show-the-love-to-engineers/
5. Chicago University Communication Research Team (2006). Learning is both Informal and Formal. British Telecommunications International Conference. Centre for Management. University of Manchester, UK
6. Collins, R. (2002). The dirty little secret of credential inflation. The Chronicle of Higher Education, 49(5), B20. Available online at https://www.chronicle.com/article/The-Dirty-Little-Secret-of/20548
7. Deutsch, D. (2013). Constructor theory. Synthese, 190, 4331-4359. [DOI]
8. Frey, C. B., & Osborne, M. (2013) The Future of Employment: How Susceptible are Jobs to Computerisation? Available Online at http://www.oxfordmartin.ox.ac.uk/downloads/academic/The_Future_of_Employment.pdf
9. Glendinning, I., Orim, S. M., & King, A. (2019). Policies and Action of Accreditation and Quality Assurance Bodies to Counter Corruption in Higher Education. Council for Higher Education Accreditation (CHEA). Available online at https://www.chea.org/sites/default/files/2019-03/CHEA_Corruption-Report-Final-underlines.pdf
10. Hymas, C. (2019). AI used for first time in job interviews in UK to find best applicants. The Telegraph, available online at https://www.telegraph.co.uk/news/2019/09/27/ai-facial-recognition-used-first-time-job-interviews-uk-find/
11. Kouptsov, O. (1994). (Ed.). The Doctorate in the European Region. CEPES Studies on Higher Education. Bucharest: UNESCO, CEPES.
12. Labaree, D. F. (1997). How to Succeed in School without Really Learning: The Credentials Race in American Education. New Haven, CT: Yale University Press.
13. Leslie I. (2019) Left Field. New Statesman. 8-14 November, 2019. London: Standard House
14. Lester, S. (2004). Conceptualizing the practitioner doctorate. Studies in Higher Education, 29(6), 757-770. [DOI]
15. Luckin, R. (2020). I, teacher: AI and school transformation. NewStatesman, available online at https://www.newstatesman.com/spotlight/skills/2020/02/i-teacher-ai-and-school-transformation
16. Maxwell, T. W., & Shanahan, P. J. (2001). Professional doctoral education in Australia and New Zealand: Reviewing the scene. In B. Green, T. W. Maxwell, & P. J. Shanahan (Eds.), Doctoral Education and Professional Practice: The Next Generation? (pp. 17–38). Armidale, NSW: Kardoorair Press.
17. Murray, C. (2008). Real Education: Four Simple Truths for Bringing America’s Schools Back to Reality. New York: Crown Forum.
18. McRae, H. (2020). What will the world look like in 2050? Lessons from a past attempt to look far ahead. The Economist: The World in 2020, available online at https://worldin.economist.com/edition/2020/article/17383/what-will-world-look-2050
19. Sage, R., & Orton, K. (2017). Theories informing teaching of success abilities. In R. Sage (Ed.), Paradoxes in Education: Learning in a Plural Society (pp. 45-67). UK: Brill.
20. Orton, K. (2017). Evaluating communicative approaches in education. In R. Sage (Ed.), Paradoxes in Education: Learning in a Plural Society (pp. 209-229). UK: Brill.
21. Orton, K. (2019). Reflective Practice. Available online at http://www.educationblog.buckingham.ac.uk/2019/11/reflective-practice
22. O’Boyle, L. (1961). The democratic left in Germany, 1848. The Journal of Modern History, 33(4), 374-383. [DOI]
23. Neves, J. (2019). UK engagement survey 2019. Advance HE, available online at https://www.advance-he.ac.uk/knowledge-hub/uk-engagement-survey-2019
24. Sage, R. (2017). (Ed.) Paradoxes in Education. UK: Brill.
25. Sage, R. (2000). Class Talk: Successful Learning through Effective Communication. Stafford, UK: Network Educational Press, Ltd.
26. Sackstein, S. (2015). Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School. Cleveland, OH: Times 10 Publications.
27. Schleicher, A. (2020). Preparing the next generation for their f, not our past. NewStatesman, available online at https://www.newstatesman.com/politics/education/2020/02/preparing-next-generation-their-future-not-our-past
28. Schön, D. A. 1987. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, CA: Jossey-Bass Inc., Publishers.
29. Tamkin, P. (2014). Management capability and performance. HR Network Paper MP26: Institute for Employment Studies. Available online at https://www.employment-studies.co.uk/system/files/resources/files/mp26.pdf
30. Taylor, M. (2011). Reform the PhD system or close it down. Nature, 472, 261. [DOI]
31. Pain, E. (2017). Ph.D. students face significant mental health challenges. Science, [DOI]
32. Cassuto, L. (2013). Ph.D. attrition: How much is too much? The Chronicle of Higher Education. Available online at https://www.chronicle.com/article/phd-attrition-how-much-is/140045
33. Roach, M., & Sauermann, H. (2017). The declining interest in an academic career. Plos One, 12(9), e.0184130. [DOI]
34. World Intellectual Property Indicators. (2017). Available online at https://www.wipo.int/edocs/pubdocs/en/wipo_pub_941_2017.pdf
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
